Motivation, Stress and Impact of Online Teaching on Italian Teachers during COVID-19

Abstract

The use of digital technology as the only communication and relationship channel in work, school and social contexts is bringing out dynamics that are sometimes in contrast with each other. The purpose of this article is to investigate the impact of digital technology on teachers’ school practices in the context of COVID-19. This impact was studied in relation to the constructs of motivation, perceived stress, sense of self-efficacy and resistance to/acceptance of technologies. This study examined the role played by the massive and coercive use of digital technologies (and the relationship with innovation and change) in predicting motivation and perceived stress among teachers. To this end, the impact of digital technologies on motivation and perceived stress were explored in the sample. A questionnaire consisting of three scales was administered to 688 Italian school teachers of all educational levels (from childhood to upper-secondary school), who completed a socio-demographic section, a section on the scale of the impact of technology and distance learning, a perceived stress scale and items on motivation and professional development. Descriptive and inferential analyses were applied to the data. Key findings indicated that the impact of digital technologies during the pandemic negatively correlates with both perceived stress and motivation. Practical implications were suggested to help teachers develop functional coping styles to cope with technological changes in work and life contexts.

Teaching in Times of the COVID-19 Pandemic: A Pilot Study on Teachers’ Self-Esteem and Self-Efficacy in an Italian Sample

“…This may be explained by the teachers' lack of a clear range of strategies for interventions and management, which in turn may be explained by this never-before experienced situation of long-term online distance teaching. It seems that the teachers, lacking a clear representation of possible alternative teaching and relational strategies, failed to assess the potential solutions to this challenging teaching environment [26,27,[56][57][58]. Moreover, the data on scores on these self-related dimensions (self-esteem and self-efficacy for instructional strategies) points to a possible negative development, namely the failure to form positive and constructive coping responses and the inability to find possible active solutions to frustrating tasks or predicaments.…”

“…The current pandemic has given rise to a crisis that particularly involves the last aspect, which is the impact of digital technology on teachers' school practice. COVID-19 has once again highlighted the problematic relationship between teaching and new technologies, both in the international than in the national context [26,27].…”

“…For example, a study [28] on the professional well-being of Portuguese teachers showed that the pandemic has led to a shift in teachers' perception from fair positivity to concern about their professional future. Additionally, in the Italian context, this aspect of increasing technology use is emphasised on its influence on job satisfaction [26,27].…”

Variables Influencing Professors’ Adaptation to Digital Learning Environments during the COVID-19 Pandemic

“…In the same way, they had to face the abrupt virtualization of the educational system, sometimes with a shortage of resources, both ICT and correct workplaces. This situation was seen by the teachers themselves as an assessment of their professionalism [ 33 ].…”

Utilizing the Metaverse for Learner-Centered Constructivist Education in the Post-Pandemic Era: An Analysis of Elementary School Students

“…Since that study, more than 20 years on, the technologies surrounding our students have been evolving on a daily basis, and the process of including technology within the classroom context is inexhaustible and goes hand in hand with the evolution of technology ( Toto and Limone 2021a ). In this environment, educators have a role of renewed authority because, now aware of their own abilities and limitations, they exploit the digital resources available to build a strong educational process ( Toto and Limone 2021b ). However, efforts to understand these technologies from a student’s point of view rather than a technical one have been neglected.…”